This second handbook offers all new content in which readers will find a thoughtful and measured interrogation of significant contemporary thinking and practice in urban education. Each chapter reflects contemporary cutting-edge issues in urban education as defined by their local context. One important theme that runs throughout this handbook is how urban is defined, and under what conditions the marginalized are served by the schools they attend. Schooling continues to hold a special place both as a means to achieve social mobility and as a mechanism for supporting the economy of nations. This second handbook focuses on factors such as social stratification, segmentation, segregation, racialization, urbanization, class formation and maintenance, and patriarchy. The central concern is to explore how equity plays out for those traditionally marginalized in urban schools in different locations around the globe. Researchers will find an analysis framework that will make the current practice and outcomes of urban education, and their alternatives, more transparent, and in turn this will lead to solutions that can help improve the life-options for students historically underserved by urban schools.

Are teachers ready for inclusion? What is appropriate teacher education? Traditional approaches to inclusive education focused on learners with disabilities. Modern approaches, however, conceptualise inclusion in terms of providing educational equity and equality of access for all students within the same regular school system. Future Directions for Inclusive Teacher Education provides a wealth of ideas about how to support teachers to become inclusive through the application of positive training approaches. Written by some of the most influential internationally acknowledged experts in teacher education for inclusion and highly experienced researchers, together the authors provide a plethora of ideas for teacher educators to ensure that their training is pertinent, accessible, and futures-orientated. This up to date and accessible book combines three key areas related to teacher education for inclusion, which provide: A review of what is happening across the globe by offering examples from different regions; Preparation for teachers to support learners with a range of diverse needs including disability, poverty, ethnicity, gender, cultural diversity, learning disabilities, Autism Spectrum Disorder, sensory impairments and those who are considered gifted and talented; A consideration of systemic approaches, policy, and partnerships, and how these can be better employed in the future. This highly topical text will support all teaching professionals, educational systems, and schools in their transformation of inclusive teacher education.

By using this book, practitioners can explore the different ways in which marginalisation is experienced by pupils and, in so doing, create a classroom that is all the more inclusive.

Although interest in ecological restoration has grown rapidly in recent years, restoration efforts have been highly empirical and have therefore been of only marginal interest to theoretical ecologists concerned with the structure and dynamics of communities. The ability to reassemble a community or ecosystem and to make it function properly actually represents a critical test of ecological understanding in the most fundamental sense. It is this idea of restoration as a technique - and even a paradigm - for ecological studies, leading in turn to improved restoration methods, that is the subject of this book.

This book combines theory and practice plus ideas and case studies on ecological restoration from local to global scales. Includes why and how to restore coastal zones, forests and wetlands and their economic and social interests. Practitioners, professionals, researchers and students will find useful ideas and tools for their everyday work in this book.

This volume focuses on an inclusive pedagogical approach for enhancing teaching and learning in key areas of curriculum including: literacy, mathematics, science, social studies, and the arts.